Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.

Performance objectives

• Hop on one leg
• Gallop across a space
• Throw a beanbag to a target
• Walk on a line forwards and backwards
• Catch a big, soft ball

Lesson summary

This lesson builds upon foundational movement skills by introducing more complex activities that challenge learners' balance, coordination, and locomotion. In Grade R, physical development is crucial for overall well-being, cognitive development, and building self-confidence. In the South African context, these skills are not just for the playground; they are essential for life. Learners navigate uneven terrains in both urban and rural settings, participate in vibrant cultural dances, and play indigenous games like amagende (hopscotch) and drie-stokkies.

Lesson notes

This section details the core physical skills we are developing. It's important to use simple, action-oriented language and demonstrations for Grade R learners.

A. Balance: Your Body's Anchor Balance is the ability to keep your body steady and controlled, whether you are standing still or moving. It is controlled by our inner ear, our eyes, and messages from our muscles.

Static Balance (Still Balance): This is balancing in one spot without moving.

Why it matters: It helps us to sit upright at a desk, stand in a line without wobbling, and hold our bodies still when we need to concentrate. South African

Example: Imagine you are a meerkat in the Kalahari, standing very still on your back legs, looking out for danger. You are using static balance.

Dynamic Balance (Moving Balance): This is balancing while your body is in motion.

Why it matters: It stops us from falling over when we run, jump, or walk on a narrow path. It's key for almost all sports and games. South African

Example: When you walk along the edge of a pavement or cross a stream by stepping on rocks, you are using dynamic balance to stay safe and dry.

B. Coordination: Making Your Body Work as a Team Coordination is about making different parts of your body work together smoothly and efficiently. Your brain sends messages to your muscles, and coordination is how well those messages are followed.

Hand-Eye Coordination: This is the team-work between what your eyes see and what your hands do.

How it works: Your eyes see a ball coming towards you. They tell your brain its speed and location. Your brain then tells your hands and arms exactly when and where to move to catch it. South African

Example: When you thread colourful beads to make a bracelet or a traditional Zulu necklace, you are using excellent hand-eye coordination.

Foot-Eye Coordination: The teamwork between your eyes and your feet.

How it works: Similar to hand-eye, but for kicking or trapping a ball with your feet. South African

Example: Playing soccer with your friends in the park is all about foot-eye coordination. You see the ball and direct your foot to pass it to a teammate or score a goal for Bafana Bafana!

C. Locomotion: Moving from Here to There Locomotion means moving your whole body from one place to another. We've practiced walking and running, and now we are learning more complex ways to move.

Hopping: A movement where you take off from one foot and land on that same foot. It requires strength and balance.

How to do it: Stand on one leg, bend your knee, and push off the ground. Land softly on the same foot. South African

Example: Playing amagende (hopscotch) is a perfect example of hopping. You must hop from one square to the next on one foot.

Galloping: A rhythmic, forward movement that is a step between walking and skipping. One foot is always the 'leader'.

How to do it: Step forward with one foot (the leader). Then, bring the back foot up to meet it. Immediately step forward with the lead foot again.

It has a rhythm: “Step-together, step-together.” South African

Example: Imagine you are riding a horse on a farm in the Karoo. The way the horse moves is like a gallop. It’s a fun, fast way to travel across the playground. Guided Practice (With Solutions)

Activity 1: Tightrope Walkers Instruction: "We are going to be circus performers! Here is our tightrope (a 4-metre line of masking tape on the floor). First, let's walk forwards along the line, placing one foot right in front of the other. Try not to step off. Now, can you try walking backwards?" Worked Solution &

Commentary: The teacher demonstrates first, using their arms out to the side for balance like airplane wings. They should praise the effort and concentration. "Look at how carefully Zanele is placing her feet! Well done! If you wobble, it just means your muscles are learning. Try looking at a spot on the wall in front of you to help you balance." For backwards walking, encourage slow, small steps.

Activity 2: Hopping Frogs Instruction: "Let's pretend we are frogs hopping on lily pads. Choose one leg to be your strong hopping leg. Can you hop on that leg from this line to the red cone? Let's count the hops! Now, let's try the other leg on the way back." Worked Solution &

Commentary: The teacher demonstrates a soft landing, bending the knee to absorb the shock. "Frogs are great jumpers! Bend your knee before you push off. See if you can hop three times without putting your other foot down. It's okay if you need to rest. We are building strong leg muscles!" The goal is control, not speed.

Activity 3: Feeding the Lion Instruction: "Here is a big bucket (or cardboard box) with a picture of a hungry lion on it. We must feed him! Stand behind this line and try to throw the 'food' (beanbags) into his mouth. Let's see if you can get one out of three in." Worked Solution &

Commentary: The teacher shows the correct stance: feet shoulder-width apart, standing sideways to the target, and using an underarm throw for better control.